in Primary School Physical Education Specialism Good morning! - - PowerPoint PPT Presentation

Level 5 Certificate in Primary School Physical Education Specialism

Good morning! Please sit at your designated table and remind your table partners of your name – thank you!

LRS Contact: Geoff Maltby Tutors: Nicky Collett & Suzanne Flint

New Table Partners!

TABLE 1 TABLE 2 TABLE 3 TABLE 4 Rhi Sayed Sarah Luke Charlotte Rosie Joe Liam Aaron Tom Aiden Rebecca Abbie Lauren Alison Flo Kirsty Siobhan Please sit at your designated table and remind your table partners of your name – thank you! If you have anything to hand in or need to update us please do so now. (Task 3 – this session or next session please. Task 6 Part 1 – please keep as we’re adding to it this time.)

Today Task 6 – Curriculum maps and units of work Task 7 - Assessment

• Discussing and justifying appropriate

curriculum map format.

• Understanding unit of work content

requirements

• Show an awareness of good safe

practice in all areas of PE delivery

• Understand the purpose of

assessment and how to implement and use Assessment for Learning (AfL) in PE.

DAY 3 Timetable

TIME

TOPIC 9.00-9.30am Welcome and Disco Dough 9.30-10.00am Task 6 - Curriculum map work – review effective format and map content. 10.00-10.30am Task 6 - Units of work – cover course requirements for content. 10.30-10.50am Break Go Noodle 10.50-12.15pm Task 6 - Units of work - continued Safe Practice and Risk Assessment 12.15-12.45pm Lunch 12.45-2.45pm Task 7 - Assessment in PE 2.45-3.15pm Task 1 – Mid course review 3.15-3.30pm Plenary and homework

Practical today... slightly different...

Dough Disco’ is a fun activity which combines the use of play dough with a series of hand and finger exercises designed to improve fine muscle control. The movements develop children’s fine and gross motor dexterity, hand- eye coordination and self-esteem. The overall aim is to ultimately support children’s hand writing skills. ‘Dough Disco’ warms up those important muscles in

• ur hands, arms and shoulders in preparation for a

busy day! Each child is given a ball of play dough then sits in a circle while music is played. To the beat of the music, the children copy the play dough manipulation, exercising as many as those important muscles as

• possible. Children love the activity and look forward to

making their ‘hands dance’ each day. https://www.youtube.com/watch?v=i-IfzeG1aC4

Task 6 booklet Curriculum Mapping

With your partner, quick recap… Curriculum maps – Why have them, what do they show? So what should they look like? How are the activities divided up and what format/how much detail? e.g. listed by activities, divided by half terms/no. of weeks, focused on skills etc,

• verview or detailed comments

Any good examples? Please note: For this qualification you need to develop and use a curriculum map to inform planning in your school. You then need to plan two primary school physical education units of work that relate directly to your curriculum map (one should be swimming). You need to include an explanation of your own format (strengths and weaknesses) as part of your task 6 part 1 work.

Check you have completed the sections on p.8 of task 6.

If you run out of things to do you need to make an animal with your playdough! (Your neighbour has to guess what it is!)

Task 6 booklet Units of work/Medium term plans

The unit of work is a sector of the curriculum map planned directly for your pupils/learners and actually delivered by staff. It might be developed by individual teachers and reflect their own style or there might be a ‘school style’ that is followed so it can be shared with others as a resource. It should directly connect back to the curriculum map. For this course you need two complete units – one swimming and one other where you have a lesson observed. Both units need to be submitted attached to Task 6, along with your curriculum map.

Task 6 booklet Units of work/Medium term plans

Looking at the examples (or your own!) can you see evidence of/explain the following aspects (Part 2!):

• Meets statutory curriculum requirements
• Builds on prior knowledge and achievement
• Allows for progression and continuity of learning in

the unit and from previous units

• Shows differentiation for higher ability and lower ability pupils (Identifies how

individual learning needs and differences in childhood growth and development will be met to allow all pupils access to learning)

• Supports positive attitude development (Considers the effect of personal,

school workforce and pupil attitudes towards PE)

• Shows an awareness of safe practice.

BOOKLET completion – p. 9. Which of these aspects do you think are important when developing units

• f work? Are some more important than others?

Is your unit style and content fit for purpose. Before handing in make sure your units contain DIFFERENTIATION and EVIDENCE OF SAFE PRACTICE

Task 6 Summary

You will need to hand in (all attached together…)

• Task 6 booklet (sections completed)
• Your curriculum map
• An explanation of your curriculum map choices
• Two units of work
• An explanation of how the units link to the curriculum map, engage children

positively and how they meet course requirements

• Two risk assessments for these units of work
• Evidence in the units of differentiation (see STEP last week), safe practice and

Assessment for Learning (see next!)

• If you feel like this

please talk to us!

Safe Practice and Risk Assessment

Evidence of safe practice now NEEDS to be included on or with your units of work… including a separate risk assessment. So here is the information you need to know – see p10 of task 6

See “Safe Practice: in Physical Education, School Sport and Physical Activity” afPE – Angela James and Jill Elbourn. 2016 Edition. ISBN 978-1-909012-35-6 www.coachwise.ltd.uk Handsam Interviews - Steven Caldecott of afPE https://www.youtube.com/watch?v=lsYDdD8Rq3s - Part 1 https://www.youtube.com/watch?v=nkb1V4HkzNk - Part 2 “Teachers and staff delivering physical activity, school sport and physical activity aim to encourage students or participants to increase their activity levels in ways that are enjoyable and beneficial for their health, and that can contribute to improving learning. This needs to be achieved within safe environments and using safe practice.” Taken from page 6. “afPE recognises good practice as ‘teaching safely’ and ‘teaching safety’, which can be achieved through effective teaching and management, and effective student learning about safe practice.” Taken from page 6.

Safe Practice and Risk Assessment

Risk Assessment – taken from page 29. “Risk assessment is central to safe practice and is a judgement about whether a situation is safe within established practice and procedures, or whether additional precautions are required. Under the terms of the Management of Health and Safety at Work Regulations 1999, employers have a duty to ensure periodic formal, activity- or site-specific risk assessments are carried out in the establishments for which they are responsible.” Different types of risk assessment – taken from page 32 “Generic risk assessment – this considers the general principles that apply to an activity wherever it may take place. A generic risk assessment is usually the starting point and is generally provided in written format by the employer… *Site- or activity-specific risk assessment is usually carried out for each location, facility or activity and is specific to the venue, type of event and people involved. This is usually in a written format and regularly reviewed.” *This is the type of risk assessment we need to see for each unit of work. Although you also need to demonstrate in your notes some Dynamic risk assessment.

Safe Practice and Risk Assessment

“Dynamic risk assessment – (sometimes referred to as ongoing or continuous risk assessment) is carried out before an activity or event take place and while it is taking place, identifying and responding to unforeseen issues, such as an unsafe response to a task, sudden illness, changes in climatic conditions or ineffective officiating. This type of risk assessment is based on a teacher’s expertise and previous experience, and can also be used to inform future planning… Planning should include evidence of dynamic risk assessment sure as forethought and anticipation of what could go wrong and how it might be managed. Students should also be taught to be vigilant for risk during activity and to report any concerns.” The Triangle model can be useful when considering risk management.

Safe Practice and Risk Assessment

The Triangle model can be useful when considering risk management. Safety triangle = use to evidence safe practice in lessons. a. 3 Categories b. Designed to balance risk and challenge See pages 11 and 12 of task 6.

Health and Safety – OAA/TOP Outdoors

In groups...

• 1. Look at the activity and work out what you have to do to play/take part.
• 2. Discuss and write down some notes/ideas with regards to...

❑

Would the participants enjoy playing the game? Why?

❑

What safety rules would you have to implement?

Assessment

“Effective assessment in Physical Education engages, supports and

motivates pupils to become competent, confident, creative and reflective movers. It can support and encourage young people to work together to excel in physically demanding and competitive activities. Approaches to assessment must be meaningful and embedded throughout a high quality PE curriculum which enables learners to make progress and improve their attainment. Although locally determined and child centred, PE must be situated within a whole school approach to assessment and support a child's development across the whole curriculum.”

Physical Education Matters – Spring 2015

Why do we need to assess in school? Who and what benefits? Think, pair, share...

• 1. Who do we assess?
• 2. What format is the information?
• 3. Who gets given the information?

So what does Assessment in School look like?

Transfer this information on to the table in your booklet, add in any other ideas. Are these ‘formative’ or ‘summative’ methods of assessment? End

• f

Key Stage End

• f

Year End

• f

lesson End

• f

unit or topic In lesson

Assessment and Pupil Needs

Discuss then make notes:

• How can assessment be used to ensure all

pupils’ needs are met? The Principles of Assessment: 1. Reliable information about performance 2. Help drive improvement for pupils and teachers 3. Keep up with external best practice and innovation Work through the AfPE document – Guidance on Assessment and see if the principles are being carried out in your school.

Assessment for Learning in practice…

Assessment for Learning is defined as: "A process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there." (Assessment Reform Group, 2001)

With a partner: Look at the two example documents A-Z of Assessment and Assessment for Learning in Practice. Can you find some examples of Assessment for Learning which you have seen taking place in your school? Where did they take place? Are there any others which are not listed here? On the handouts: Highlight any of methods which could be used in a PE

• lesson. Discuss with your partners how, when or why

they could be used.

Assessment for Learning in practice

Practical application – your units

• f work
• 1. Look through your units of work

and add in a selection of Assessment for Learning methods which you are going to try. You will need to evaluate their success in Task 8.

• 2. Complete the table explaining your

choices.

.

Which Assessment for Learning strategy are you going to try? When/why are you going to use it? (e.g. quick check of pupil understanding mid lesson or end of unit assessment? Etc.) Why do you think this strategy will suit PE? How will it help to secure pupil progress?

Assessment Strategy

Next steps… Describe your Physical Education Assessment Strategy. NB: This could be developed, under development or aspirational. Please cover the following points:

• How do you track or record what happens in a class and/or year group
• What information gets fed back to parents and in what format
• What do you feel are the strengths and areas of development for PE

assessment for your school. Finally

• 1. How could the use of effective

Assessment support pupil progress?

• 2. Explain the relationship between

curriculum content and assessment. How do they effect each other? **Hand in completed Task 7 booklet.

Task 1 – Mid-course review

Find your task 1 booklet, page 6… A personal development plan to improve abilities as a primary school physical education specialist - REVIEW 1 – MID COURSE

• 1. Provide a brief summary of any actions you have taken for your personal

development plan.

• 2. Review these actions – Useful?

Successful? Not appropriate for the area

• f development?
• 3. Please briefly explain.

Any revisions needed to your plan or the planned actions?

Plenary = Assessment and Assessment for Learning

Today...

• Discussing and justifying appropriate curriculum map format.
• Understanding unit of work content requirements
• Show an awareness of good safe practice in all areas of PE delivery
• Understand the purpose of assessment and how to implement and use

Assessment for Learning (AfL) in PE. Homework this week

• Should be able to complete Task 6 booklet now (due Session 5 – 5 June or

before)

• Get lesson observation arranged. Really needs to be completed so

all paperwork can be brought to Session 5 (Spring 1/2/Summer 1)

• Make sure you’ve handed in task 7 booklet for marking
• Task 3 – Attitudes survey is due in next session
• Keep working on Task 1
• (Will be completing Task 5 next time)

We will be visiting another school next session before returning to the

• university. Please watch your email for details.